Citizens and experts have identified better awareness of the opportunities, benefits and limitations of nature-based solutions as one of the main factors that could facilitate the transition to more sustainable cities and territories. Nature-Based Solutions (NBS) use nature and ecosystems to deliver social, ecological and economic benefits, increasing biodiversity and contributing to climate change adaptation and mitigation. However, the educational potential of NBS remains largely unexplored, whilst innovative programmes and resources around NBS are currently missing from formal and informal education programmes for children and families. Building on scientific evidence and experiences from NBS projects in cities, this educational pilot study exploited recent research results to develop innovative educational programmes and resources that raise awareness on NBS and their benefits among children, young people, and their families. The project was initiated and funded by the European Commission Directorate-General for Research and Innovation and coordinated by PPMI, in collaboration with European Schoolnet (EUN). PPMI (www.ppmi.lt/en) is a leading European research and policy institute, aiming to help public sector and civil society leaders from Europe and beyond, presenting evidence in a way that is simple, clear and ready to use. European Schoolnet (www.eun.org) is the network of 34 European Ministries of Education, based in Brussels. EUN aims to bring innovation in teaching and learning to its key stakeholders: Ministries of Education, schools, teachers, researchers and industry partners. EUN’s task in the NBS project was to coordinate the development of 15 learning scenarios on how to integrate NBS across different subjects and age groups. The work was carried out with 15 teachers from seven different countries (Poland, Italy, Spain, Lithuania, Slovakia, Sweden and Portugal) and two European Schools (from the French and Greek sections). PPMI was responsible for ensuring that the NBS content included in the learning scenarios was accurate. These learning scenarios were then tested in classes throughout Europe to see how teachers and students reacted to the materials and what could be further improved. In this report, we provide an overview of the learning scenarios, the validation process and the main results of the validation. At the end, we provide some conclusions and recommendations for future work.
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